Pelatihan Pembuatan Perangkat Perencanaan Pembelajaran Berbasis Penilaian Autentik

Authors

  • Sutrisni Andayani Universitas Muhammadiyah Metro

DOI:

https://doi.org/10.24127/sss.v7i1.2543

Keywords:

pelatihan, penilaian autentik, perangkat perencanaan pembelajaran

Abstract

ABSTRAK

 

Pendidikan anak usia dini merupakan upaya untuk membina anak usia di bawah enam tahun dengan memberikan stimulus pendidikan dan membantu perkembangan kognitif, afektif202 dan psikomotornya  Dalam merencanakan dan melaksanakan pembelajaran sangat penting menggunakan penilaian autentik yang sesuai fakta/karasteriktik siswa. Guru di Taman Kanak-kanak (TK) Aisyiyah Hadimulyo Barat, belum trampil membuat perangkat perencanaan pembelajaran dan penilaiannya belum autentik. Oleh karena itu perlunya pelatihan pembuatan perangkat pembelajaran (RPPM dan RPPH) berbasis penilaian autentik. Tujuan pelatihan adalah agar guru mitra memahami dan trampil membuat RPPM dan RPPH berbasis penilaian autentik. Tahapan kegiatan pengabdian ini yaitu: sosialisasi, pelaksanaan dan evaluasi. Tahap sosialisasi dilakukan dengan merencanakan dan memberitahukan mitra pentingnya pembuatan RPPM dan RPPH berbasis penilaian autentik.. Pada tahap pelaksanaan pengabdi mempersiapkan modul pelatihan, program semester dan materi ajar. Pengabdi memberikan pelatihan melalui penjelasan materi RPPM, RPPH, penilaian autentik dan cara pembuatannya. Mitra melakukan praktek langsung dan dilakukan pendampingan untuk menyelesaikan RPPM dan RPPH. Hasil evaluasi pengabdian diperoleh, mitra merasa tertarik dan trampil membuat RPPM dan RPPH untuk diterapkan di kelas  Kesimpulannya adalah pelatihan ini dapat meningkatkan pemahaman dan ketrampilan guru dalam membuat RPPM dan RPPH berbasis penilaian autentik. Disarankan agar dapat meningkatkan kerjasama dengan mitra.

 

Kata Kunci: pelatihan, penilaian autentik, perangkat perencanaan pembelajaran

 

ABSTRACT

Early childhood education is an effort to foster children under six years old by providing educational stimuli and developing their cognitive, affective and psychomotor. In planning and implementing learning, it is very important to use authentic assessments that are in accordance with the facts/characteristics of students. Teachers at West Aisyiyah Hadimulyo Kindergarten  are not yet skilled at making lesson plans and their assessments are not authentic. Therefore, there is a need for training in making lesson plans tools (RPPM and RPPH. The purpose of the training is teachers to understand and be skilled in making RPPM and RPPH based on authentic assessments. Stages of this activity, namely: socialization, implementation and evaluation. The socialization stage is carried out by planning and informing partners of the importance of making RPPM and RPPH. At the implementation stage, the servant prepares training modules, semester programs and teaching materials. On training, servant explained RPPM and RPPH materials, authentic assessments and how to make them. Partners carry out hands-on practice and provided assistance to complete the RPPM and RPPH. The results of the evaluation are obtained, partners feel interested and skilled in making RPPM and RPPH to be applied in the classroom. The conclusion is that this training can improve the understanding and skills of teachers in making RPPM and RPPH based on authentic assessment. It is recommended to increase cooperation with partners.

 

Keywords: training, authentic assessment, lesson plans tools

References

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Published

2023-03-07

Issue

Vol. 7 No. 1 (2023): Februari 2023

Section

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